Making Good Choices
A Support Guide for edTPA Candidates
August 2013
—
edTPA stems from a twenty-five-year history of developing performance-based assessments of
teaching quality and effectiveness. The Teacher Performance Assessment Consortium (Stanford
and AACTE) acknowledges the National Board for Professional Teaching Standards, the
Interstate Teacher Assessment and Support Consortium, and the Performance Assessment for
California Teachers for their pioneering work using discipline-specific portfolio assessments to
evaluate teaching quality. The edTPA handbooks have been developed with thoughtful input from
over six hundred teachers and teacher educators representing various national design teams,
national subject matter organizations (AAHPERD, ACEI, ACTFL, AMLE, CEC, IRA, NAEYC,
NAGC, NCSS, NCTE, NCTM, NSTA), and content validation reviewers. The edTPA is built for the
profession by the profession. All contributions are recognized and appreciated.
Copyright © 2013 Board of Trustees of the Leland Stanford Junior University. All rights reserved.
edTPA is a trademark of Stanford or its affiliates. Use, reproduction, copying or redistribution of trademarks, without the
written permission of Stanford or its affiliates is prohibited.
—
Table of Contents
Task 1: Planning for Instruction and Assessment ........................................................... 4
Task 2: Instructing and Engaging Students in Learning ................................................ 11
Task 3 Assessing Student Learning .............................................................................. 18
Task 4 Elementary Education Math Task ...................................................................... 22
Appendix A .................................................................................................................... 26
Appendix B .................................................................................................................... 28
Introduction1
This support guide will help you make good choices as you develop artifacts and commentaries for your
edTPA portfolio. By reading and reflecting on the questions and suggestions in Making Good Choices,
you will develop a deeper understanding of edTPA and have many of your questions addressed. This
document will help you think about how to plan, instruct, assess, and reflect on student learning, not only
for completing edTPA, but also for effective teaching well into the future.
As indicated in the subject specific edTPA handbooks, you can and should discuss with your teacher
preparation instructors how the various aspects of edTPA connect with each other and to your
preparation coursework and field experiences. However, the specific choices that go into the planning,
instruction, and assessment tasks within your portfolio should solely reflect your thinking, based upon
your knowledge of pedagogy and your students’ needs. Knowledge about your students and how you will
support their learning should be your major focus.
Making Good Choices examines the three tasks of the edTPA within an interactive cycle of planning,
instruction, and assessment. On the pages that follow, each section of this document addresses key
decision points that you will encounter as you complete your edTPA. Use the live links from the
questions in the overview chart to locate answers that inform your decisions. Bold text in the answers
provides specific directions to guide your choices.
1
This version of Making Good Choices has been developed for all edTPA fields. However, candidates
completing edTPA in Special Education are provided with another version of Making Good Choices that
addresses requirements in Special Education, separately. Contact your faculty advisor for a copy of the
Making Good Choices for Special Education.
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3
Task 1: Planning for Instruction and Assessment
Key Decision Points
How do I get started with my edTPA preparation?
Planning Ahead
How do I represent my thinking and teaching in writing?
How do I select the central focus, student content
standards, and learning objectives?
What is my subject area emphasis?
How do I select a learning segment?
Planning For
Alignment and
Learning
What should I include in my lesson plans?
What if I have particular lessons that I am required to teach
in a prescribed way? What if my school or grade level has a
standard curriculum?
What information should I convey about my students when
describing my class?
Knowledge of
Students
How do I support the assertions about my students and
decisions that I make regarding their learning needs?
How specific do my references to research and theory have
to be?
Language
Demands
Planning
Assessments
How do I identify the language demands of a learning task?
What kinds of assessments should I choose for my edTPA
learning segment?
Planning Ahead
How do I get started with my edTPA preparation?
Time management is critical for successful completion of edTPA. Begin planning your edTPA portfolio
materials as soon as possible. Do not procrastinate. Since it is important to understand the whole edTPA
before you begin, read through all of the materials in the edTPA handbook for your subject area, including
the rubrics and any other support materials you may have been given by your preparation program.
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How do I represent my teaching in writing?
While the rubrics do not address the quality of your writing (nor will you be penalized for writing errors in
spelling, grammar, or syntax), you should be mindful that your written work reflects your thinking and your
professionalism. Try to let your own voice come through in your writing. Writing errors may change or
cloud the meaning of your commentaries, so proofreading is essential. When writing your edTPA,
consider the following guidelines:
• Read each prompt carefully and be sure to respond to all parts of the questions using simple
straightforward prose. Incomplete, superficial, and unelaborated responses are not sufficient. One or two
sentences for each prompt will not contain enough information for a reviewer to understand your
intentions, what or how you have taught, or what your students have learned.
• Move beyond summarizing your classroom practice and show that you are able to understand how your
students learn, as well as to identify and analyze the evidence of their learning.
• Provide specific, concrete examples to support your assertions. Do not merely repeat prompt or
rubric language as your responses to commentary prompts—you must always include examples and
evidence of YOUR teaching. If you suggest that most of the students were able to understand a concept,
provide concrete examples from your students’ written or oral work that demonstrate and support your
claim. For example, you might point to a specific aspect of a student’s response on an essay, project, or
other assessment that supports your statement that students understand a particular concept. Your
assertion that students understand what you have taught must be backed up with evidence that you
specify.
Back to Planning Task Choices
Planning for Alignment and Learning
How do I select the central focus, student content standards, and learning
objectives?
The learning segment you develop and teach for edTPA is defined by a subject specific, central focus for
student learning. The standards, learning objectives, learning tasks, and assessments should be
related to an identifiable theme, essential question, or topic within the curriculum. The central
focus should take into account prior assessment of your students and knowledge of your students’ development, backgrounds, interests, and learning levels that might further influence students’ thinking and learning.
You are asked to identify the state content standards (and/or Common Core Standards) that you will
address in the learning segment. Though you may find many student content standards that relate
tangentially to your planned learning segment, only a few standards can be the focus of instruction. In
your lesson plans and commentary, list only the standards that are central to the student learning
which you expect to develop during the learning segment documented in your edTPA.
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Each edTPA handbook provides subject-specific guidance for your planning for student learning, so
review these guidelines carefully. For each subject area, these guidelines address both basic types of
knowledge (e.g., facts, skills, conventions) and conceptual understandings and higher order thinking
(such as strategies for interpreting/reasoning from facts or evidence, synthesizing ideas, strategies for
evaluating work, etc.). When identifying the central focus of the learning segment, you should
consider conceptual understandings as well as the skills/facts/procedures that students will learn
and apply. If you focus only on teaching facts and/or skills, you will not fully address your subject
specific learning focus for edTPA. .
Elementary Candidates Only – If you are completing edTPA tasks in Literacy, refer to Appendix A as an
additional support for identifying your edTPA central focus, the essential literacy strategy and requisite
skills.
Back to Planning Task Choices
What is my subject area emphasis?
Every subject specific version of edTPA, has its own student learning and pedagogical focus that is the
foundation of the assessment. The focus for each subject area is stated throughout your edTPA
handbook (refer to the introduction) and the rubrics. Please see Appendix B for a complete list of subject
specific components for edTPA.
Back to Planning Task Choices
How do I select a learning segment?
When selecting a learning segment for your edTPA, identify a central focus for teaching and learning, as
well as the corresponding standard(s). As with any learning segment, decisions about what to teach
should be driven by what students are expected to learn at their particular grade level. You will
want to think carefully about how much content to address in your edTPA learning segment. This
is a significant decision about manageability, not only for the scope of your edTPA portfolio but also for
the capacity of the students to learn within the allotted time. District guidelines, school goals, gradelevel expectations, and student interests must be considered as well. While your cooperating
teacher must not choose a learning segment for you, his/her input can be useful in guiding you to
consider all of the relevant factors.
Back to Planning Task Choices
What should I include in my lesson plans?
You will submit lesson plans for every lesson taught and documented in your edTPA learning segment.
Using your preparation program’s lesson plan format as a guide, the plans should provide enough detail
so that educators reading your edTPA can determine the sequence of the learning objectives, the plan for
assessment, and a description of what you and the students will be doing during each lesson. Be sure to
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address all lesson plan components described in your edTPA handbook while making sure that
each submitted plan is no more than 4 pages in length. If you are using a lesson plan model that
extends beyond that limit, you will need to condense them or excerpt the necessary components listed
here.
• State-adopted and/or Common Core
• Formal and informal assessments
Standards
• Instructional strategies and learning tasks
• Lesson objectives associated with the
standard
• Instructional resources and materials
Note: Scorers will not search your lesson plans for explanations and rationale. Use the commentary
prompts to explain your thinking and justification for plans.
What if I have particular lessons that I am required to teach in a prescribed way?
What if my school or grade level has a standard curriculum?
Many teachers plan lessons that are from published or prescriptive curriculum guides that are required in
a particular district, school, or department. In some cases, pedagogy is prescribed by the curriculum you
are required to teach. If this is the case for you, your plans and commentary should also address
how you selected or modified curriculum materials with your students’ backgrounds and needs in mind, how you adapted a lesson to meet your students’ learning needs, and/or how you made accommodations for particular students’ needs (e.g., alternative examples, additional questions you ask, or supplementary activities). In highly prescriptive curricula or district/school/department
mandates, these changes may be modest.
Back to Planning Task Choices
Knowledge of Students
What information should I convey about my students when describing my class?
The Planning Task requires you to demonstrate your depth of knowledge of your students in relation to
the learning segment you plan to teach. That is, making casual references or surface level
connections to students’ backgrounds, interests, and learning needs is not enough.
When describing your class and how your knowledge of students affects your teaching for Task 1, your
response should provide detail on the class demographics, significant subgroups of students with
similar characteristics, and students’ varied strengths (including personal, cultural, and community assets)
and their learning needs. Your written commentary and lesson plans should reveal what you plan to
do in the learning segment to capitalize on their strengths and to meet their varied needs.
Be sure that your descriptions are based on your observations of your students and not based on
assumptions or stereotypes associated with their age or ethnic, cultural, or socio-economic backgrounds.
A good way to ensure you are avoiding stereotypes or assumptions is to ask yourself if you can
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back up your assertions with evidence and then be sure to include that evidence in your
responses.
Back to Planning Task Choices
How do I support my decisions for instruction and assertions about my students and
their learning needs?
• Provide specific, concrete examples to support your assertions. It is vital that you use concrete
examples to support your assertions. When describing your students’ personal/cultural/community assets
or their prior academic learning, specifically describe what the asset or prior learning encompasses and
how it is related to your learning segment. In order to support your explanations, refer to the instructional
materials and lesson plans you have included as part of Task 1.
Do not merely repeat prompt or rubric language as your responses to commentary prompts—you
must always include examples and evidence of YOUR teaching.
For example, if you suggest that most of the students still need to learn a concept or skill, provide specific
and concrete example(s) from your students’ written or oral work or prior academic learning that
demonstrate and support your claim. A Secondary Science candidate might describe his students’ prior
academic learning by stating:
Previous to this lesson the students have not demonstrated that they know enough on biochemical
pathways such as photosynthesis or cellular respiration in order to fully complete the planned lab
experiment. In previous years they learned that mitochondria are responsible for cellular respiration, but
they have not learned how the process converts food into usable energy which is an important fact to
know for this particular demonstration.
How specific do my references to research and theory have to be?
When justifying your instructional choices in your plans, reference the theories and research you have
learned in courses in your preparation program. Draw upon educational philosophy and specific theories
of development, learning, group work, and motivation, as well as conceptions and research based
practices of the discipline you are teaching. You do not need to use formal citations, but you should
explain the theoretical concepts and lines of research that support/inform your instructional
decisions. Don’t merely name drop (e.g., Vygotsky or Bloom said…), cite a textbook author, or
describe a concept without making explicit and well-developed connections between the theory or
research finding, your plans for instruction and knowledge of YOUR students. Be sure your
justification centers on instructional and support choices that move the learner toward meeting
the lesson objectives.
Back to Planning Task Choices
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Language Demands
How do I identify the language demands of a learning task?
Academic language is the language needed by students to understand and communicate in the academic
disciplines. Your discussion of academic language development in edTPA should address your
whole class, including English Learners, speakers of varieties of English, and native English
speakers.
Language demands of a learning task include receptive language skills (i.e., listening, reading),
productive language skills (i.e., speaking, writing), and in some fields, representational language skills
(i.e., symbols, notation, etc.), needed by the student in order to engage in and complete the learning task
successfully. Language demands are so embedded in instructional activities that you may take many for
granted, especially when you are a subject matter expert.
edTPA requires you to identify academic language demands within your learning segment. These include
a language function and essential academic vocabulary, as well as syntax and/or discourse. The
language function is basically the PURPOSE or reason for using language in a learning task. What
will students do with language to understand content? Often, the standards and/or objectives for
the learning segment will include language functions embedded in the content to be learned—
look to the verbs used (i.e., explain, infer, compare, argue, justify) and choose the language
function that all students will need to develop in order to deepen learning in your subject area.
You will identify one major language function associated with deep content learning in your
edTPA learning segment.
You are also asked to identify additional language demands involving vocabulary, syntax, and/or
discourse. You will need to identify vocabulary central to the outcomes of the learning segment
that may pose a challenge for students. Examine all your instructional materials (texts,
assessments, and other resources) to document which content-specific words/concepts you will
need to teach to ensure that your students are engaged and develop understanding during your
learning segment.
Syntax and discourse within your lessons pose additional language demands for your students.
Syntax is the set of conventions for organizing symbols, words, and phrases together into structures
(e.g., sentences, formulas, and staffs in music). For example, syntax refers to the structure of a
sentence—its length, word order, grammar, arrangement of phrases, active or passive voice, etc. If the
syntax of a sentence is challenging its reader, then it is clouding the sentence's meaning. After carefully
examining the texts of your lessons, the ways you explain key ideas, and your expectations for what you
want the students to write, determine which symbolic conventions, grammatical structures or sentence
patterns might be unfamiliar or difficult for your students.
Discourse refers to how people who are members of a discipline talk and write. It is how they create and
share knowledge. Each discipline or subject area has particular ways of communicating what they know
and how they know it. Discipline-specific discourse has distinctive features or ways of structuring oral or
written language (text structures) that provide useful ways for the content to be communicated.
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For example, scientists and historians both write texts to justify a position based on evidence or data. In
both fields, they perform the same language function—justify—but the way they organize that text and
present supporting evidence follows a different structure or discourse pattern. Which discourse structures
do you expect your students to understand or produce in your learning segment?
The language demands you identify should be essential to understanding the central focus of the
learning segment and should be embedded in the learning tasks in which students will be
engaged. All students, not only English Learners, have language development needs (reading,
writing, speaking, and listening) and need to be taught how to demonstrate these skills in your
subject area.
Back to Planning Task Choices
Planning Assessment
What kinds of assessments should I choose for my edTPA learning segment?
The assessments and evaluation criteria for your selected learning segment should be aligned with both
your subject specific central focus and with student standards/objectives. They should provide
opportunities for students to show their understanding of the full range of learning objectives you will
teach. Avoid assessments that only require students to parrot back information. Choose/design
assessments that measure how well students understand—not just remember—what they are
learning. You are encouraged to utilize both formal and informal assessments throughout the
learning segment..
Summary of Planning Task
What to Include


All rationale for your instructional choices
What to Avoid!!

Not explicitly planning for the support of
should be written in your commentary (not
students with IEP or 504 plans in your
elaborated in your lesson plans)
plans and commentary (disregard if you
have no students with IEP/504 plans)
Be explicit in writing your justification of
why your instructional strategies, materials

and planned supports are appropriate for
YOUR students

Up to 9 pages of commentary

Lesson Plans are no more than 4 pages
Deficit or stereotypic descriptions of
students

Lack of alignment between standards,
objectives, learning tasks or assessments
for each lesson
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Task 2: Instructing and Engaging Students in
Learning
Key Decision Points
Learning
Environment
What are my professional responsibilities for maintaining
confidentiality?
What are the features of a quality edTPA video?
How do I prepare my edTPA video clip(s)?
What resources do I need to consider (software, equipment, and
tutorials)?
Which video formats are acceptable?
What do I look for when selecting clips that demonstrate respect
and rapport?
How do I demonstrate a positive learning environment that
supports and challenges students?
Engaging
Students
How do I select my video clip(s) to show active engagement of
students in their own understanding of the concepts, skills,
and/or processes related to the learning objectives?
Video Tips
Deepening
Student
Learning
Subject
Specific
Pedagogy
Analyzing
Teaching
Effectiveness
How do I show that I am deepening student understanding?
What is meant by Subject-Specific Pedagogy?
What is important to remember as I identify changes I would
make to the learning segment?
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Video Tips
What are my professional responsibilities for maintaining confidentiality?
You are required to collect consent forms from students and other adults who appear in your video clips
for edTPA. This is a professional responsibility that should not be ignored. Respecting students’ privacy,
as well as protecting yourself and your cooperating teacher are important concerns. Your program will
provide you with a consent form to use. It is also vitally important that you only use the video for the
purpose of completing your edTPA and not share it with others publicly. Clips of your teaching should
NEVER be posted in public venues like YouTube, Facebook, etc. or shared with people not
involved with the edTPA assessment, as this violates the confidentiality of the children you teach
and their families.
What are the features of a quality edTPA video?
There is no requirement or expectation for you to create a professional-quality production. The use of
titles, opening and closing credits, a musical soundtrack, or special effects must be left to Hollywood as
reviewers will be examining only what the video shows you and your students doing within the learning
segment. However, while it is not necessary to be technically perfect, it is important that the quality of
the video (clarity of picture and sound) be sufficient for scorers to understand what happened in
your classroom. Read your edTPA handbook carefully to be sure your clips are the appropriate
length and feature the teaching and learning emphasis for your subject area.
Back to Instruction Task Choices
How do I prepare my edTPA video recordings for my learning segment?
* Advise your cooperating/master teacher and the principal at your school of your need to video
record lessons for your learning segment. Although it is often unnecessary, discuss with them any
arrangements for a camera operator. If you use a camera operator, look to people who already have
approval to be in classrooms: e.g., your cooperating teacher or your university supervisor.
* Collect the necessary consent forms from students, as well as adults who might appear in the
video. Respecting students’ privacy as well as protecting yourself and your cooperating teacher are
professional responsibilities that should not be ignored.
* Make arrangements for the necessary video/audio equipment well in advance. If you do not have ready
access to video equipment, reach out to peers, family members, your cooperating/master teacher,
university supervisor, or technology staff.
* Location. Location. Location. Think about where you and your students will be located in the
classroom during the activities to be portrayed in the video. What evidence do the rubrics call for that the
camera will need to capture? Where will the camera/microphones need to be placed in order to optimize
sound quality? Try to plan ahead and minimize the need for a camera operator by scouting locations in
advance. In particular, think about where to place any learner without permission to be filmed so that s/he
can participate in the lesson off-camera. If you do need a camera operator, meet in advance to share the
lesson plan and video needs.
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* Practice the video recording process BEFORE the learning segment. This will provide a chance to
test the equipment for sound and video quality as well as give your students an opportunity to become
accustomed to the camera in the room.
*Try to record the ENTIRE set of lessons. This will provide you with plenty of footage from which to
choose the segment that best provides the evidence called for in the commentaries and rubrics.
* Be natural. While recording, try to forget the camera is there (this is good to explain to your students as
well) and teach like you normally do. If possible, record other lessons prior to the learning segment so
that the camera is not a novel item in the classroom. If using a camera operator, advise him or her not to
interject into the lesson in any way.
* Be sure to select and submit clips with quality audio so that those viewing your clips can hear
individual voices of students as they are working on a task or with each other. It is often helpful to watch
the video recording each day so you can check for audio quality and note possible examples of evidence
with time stamps for later consideration in choosing the clip(s).
For a video tutorial that highlights what to consider for successful recording in the classroom, follow this
link : https://www.teachingchannel.org/videos/videotaping-tips-for-teachers
Back to Instruction Task Choices
What resources do I need to consider (software, equipment, and tutorials)?
edTPA has not required any particular software, cameras, or editing equipment although there are
formatting requirements outlined in the evidence chart in the handbooks. An expensive camera is not
necessary for the demands of this assessment. Many low-end cameras are capable of producing a
picture and sound quality that is suitable for your video needs. However, certain situations (groupings
where the students are not facing the camera microphone, lots of ambient noise, etc.) may necessitate
the use of some kind of external microphone. The only way to know for sure is to test the equipment
while teaching.
Back to Instruction Task Choices
Video Equipment and Editing Tutorials
Your submitted clips for edTPA must consist of a continuous scene without any edits. However,
you will need to use editing tools to extract a clip from the longer video you record.
If you are new to video recording or to the camera you are using, be sure to read the instruction manual
that comes with the camera. Even if the manual has been lost, most are available online at the
manufacturer’s website. Manufacturers sometimes have online tutorials to help you learn how to use the
camera. YouTube also has a plethora of videos that demonstrate how to set up and operate a
camera.
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As soon as the recording is finished, copy a backup of the video onto a hard drive, a USB drive, or
a CD/DVD.
The free video editing software that comes with most computers is perfectly adequate for
preparing and saving the clip(s) in the format required in your edTPA handbook. PC's have the
program Windows Movie Maker (found in the START menu under PROGRAMS) while Macs provide you
with iMovie. There are many online tutorials that will support you in learning how to use these programs.
Tutorials for using Windows Movie Maker to edit your video (click here)
Tutorials for using iMovie to edit your video (click here)
Back to Instruction Task Choices
Which video formats are acceptable?
Saving your video in an acceptable format is necessary for a successful upload when you submit your
portfolio. There are a number of formats that are acceptable - .flv, .asf, .qt, .mov, .mpg, .mpeg, .avi,
.wmv, .mp4, and .m4v. Each of these formats will upload successfully to the submission platform and
scoring system if your video has been properly saved. If they are not in the correct format, you will receive
an error message and be asked to resubmit the video properly. When you are preparing your clip for your
portfolio, follow the directions provided with the editing software you are using to save it in the proper
format. Your editing software may give you a few choices or perhaps just one. For example, Windows
Movie Maker saves in only one format (.wmv) but it is a format that is widely used and is acceptable for
an edTPA submission. Other software programs may save in a different format and that is usually
explained in the help files that accompany any software. If you want to be sure your video is saved
correctly, simply right click to look at the file properties and check to see if one of the file suffixes listed
above is present at the end of the filename.
Back to Instruction Task Choices
Learning Environment
What do I look for when selecting clips that demonstrate respect and rapport?
Establishing respect and rapport among and with students is critical for developing a mutually supportive
and safe learning environment. Respect is the positive feeling of esteem or deference toward a person
and the specific actions and conduct representative of that esteem. Rapport is a close and harmonious
relationship in which members of a group understand each others’ ideas, respectively collaborate and
communicate, and consider one another’s feelings. Both respect and rapport are demonstrated by how
you treat students and how they treat each other, and you should work to make them evident in your
videos. As you go through your footage, you will want to find clips that not only feature respectful
interactions between your students and you but also among your students. In your commentaries, cite
specific scenes from the video clips (time stamps are very helpful) that illustrate the respect and
rapport you have established with your students.
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How do I demonstrate a positive learning environment that supports and challenges
students?
One of the important characteristics that must be included in your video is evidence that you have created
a learning environment that challenges students. You will want to choose clips that provide evidence that
the learning environment you created not only supports students in learning but also challenges them to
learn at a deeper level. Challenge can be demonstrated by including prompts or opportunities for
students to learn content or demonstrate learning beyond their current performance level. It
should be apparent from your students’ and your actions in the video that the learning environment is
designed to promote and support student learning as opposed to managing student behavior.
While it is important that students stay focused, the atmosphere should be challenging in a way that
keeps students engaged and learning.
Back to Instruction Task Choices
Engaging Students
How do I select my video clip(s) to show active engagement of students in their own
understanding of the concepts, skills, and/or processes related to the learning
objectives?
The evidence you need to collect for edTPA Task 2 should demonstrate how you engage students while
teaching. Choose clips that reveal the subject specific student thinking, analysis, and judgment
required in your learning segment. Thevideo should feature instruction where there is studentteacher or student-student interaction and you have an opportunity to engage in learning tasks
that help students learn what you have planned. Both goals can be achieved by lessons in which
you probe their thinking and/or facilitate students in probing each other's thinking so that they
can display their depth of understanding of the content you are teaching. Lessons that require
students to only focus on recall of facts or to practice a set of narrow skills are not appropriate
choices for an edTPA learning segment or video.
When choosing your clip, find a segment that provides evidence showing how you engaged students in
an activity (an assignment, a discussion, etc) that requires the students to do more than just participate.
In other words, they need to be actively engaged, using some higher level thinking skills so that they are
developing their conceptual understanding of the content. In order to provide context for the new
learning, you will need to be making connections in the clip to their prior academic learning.
Back to Instruction Task Choices
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Deepening Student Learning
How do I show that I am deepening student understanding?
The video clip(s) should show how you elicit and build upon student responses during instruction related
to your central focus for student learning. You can draw upon any of the interactions in the video to
highlight how you prompt, listen to students and respond in such a way that you are supporting
them to build on their new learning.
Your ability to show that you are deepening student understanding in the video selection will depend upon
the strategies you have chosen. Strategies that do not allow you to engage in discussion or
conversation with students may limit your ability to demonstrate that you are deepening student
understanding. For example, if you deliver a mini-lecture followed by a discussion during which you
check for student understanding, you should focus the video clip on the discussion rather than on the
mini-lecture (which can be described in writing). How you conduct that discussion is also important. A clip
filled with students answering yes/no questions, reciting information, reading aloud without
conversation, writing silently, etc. will not reveal how you deepened their understanding of the
content to be learned. Rather, the recorded discussion should represent an opportunity for
students to display or further their depth of understanding.
Back to Instruction Task Choices
What is meant by Subject-Specific Pedagogy on Rubric 9 (Rubric 8 in World and
Classical Languages)?
As seen in Appendix B, each subject area has its own subject-specific pedagogical focus that needs
to be apparent in the video. The focus for each subject is stated in the instruction task of the handbook
and the criteria for measuring your proficiency are detailed in Rubric 9 (or Rubric 8 for World and
Classical Language edTPA versions).
Back to Instruction Task Choices
Analyzing Teaching Effectiveness
What is important to remember as I identify changes I would make to the learning
segment?
You should describe what you have learned about teaching the central focus of the learning segment
based on your observations of how your students responded to the instructional strategies and materials
you provided in the video clip(s) submitted. Be specific about any changes you would make if you
were able to teach the lesson(s) again. The changes may address some logistical issues (time
management, giving directions, etc.) but should focus mostly upon how you would improve the
actual instruction to address and support students’ individual and collective learning needs in
relation to the central focus. You will also need to cite evidence that explains why you think these
changes will work. Cite specific examples of student confusion or misunderstanding that informed
your proposed changes AND how the changes address the students’ prior academic learning,
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lived experiences, or needs. Lastly, consider how theory and research inform your decisionmaking. (Click here to return to the Planning Task explanation of citing research.)
Summary of Instruction Task
What to Include


Video evidence should explicitly depict you
What to Avoid!!

YouTube, Facebook or any other website.
required in your handbook.
Please respect the privacy of students.
Refer to specific examples found in the

video clip(s) in your responses to the
prompts


Showing disrespect to students or allowing
students to be disrespectful to each other

Time stamps identifying evidence in video
clips.
Choosing a clip that shows you making
significant content errors
Clip(s) that contains evidence addressing
each criterion in the rubrics

Sharing your video PUBLICLY on
addressing the subject-specific criteria
Mismatch between instruction choices and
students’ readiness to learn

Mismatch between subject specific focus
and your video clip(s).
Back to Instruction Task Choices
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Task 3 Assessing Student Learning
Key Decision Points
Analysis of
Student Learning
Feedback
What kind of student work should I analyze for edTPA?
What types of student feedback should I include in my
portfolio?
Analyzing
Students’ Language Use
How do I identify evidence that my students understand
and use academic language?
Assessments
Informing
Instruction
What do I need to think about when determining “next steps” for my teaching?
Analyzing Student Learning
What kind of student work should I analyze for edTPA?
You are expected to analyze your students’ thinking and learning in edTPA Task 3—not just whether they
know a set of important facts or essential vocabulary terms. The assessment you design and analyze
should allow the students to demonstrate their thinking in some way. You learn less about what
your students are thinking and learning from multiple-choice questions or single-word response questions
than from open-ended questions, writing samples, performance tasks, projects, problem sets, lab reports,
or other more complex assessments.
Note – Some fields (Early Childhood, Performing Arts, Visual Arts, and Physical Education) allow for
documentation of student learning through video, audio or photographs and other media. Check your
handbook for details about requirements and options in your subject area.
The assessment you choose to analyze for edTPA should be aligned with the central focus, content
standards, and stated learning objectives and should provide students with an opportunity to demonstrate
an understanding of those standards/objectives. The assessment you choose may be formal or
informal, formative or summative, but it needs to result in evidence of student learning according
to evaluation criteria.
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Evaluation criteria make clear to the teacher (and ideally to the students) what features or qualities of the
work will be assessed: for example, the accuracy of students' responses; quality of the communication;
depth, originality, or creativity of the students’ ideas;; where the students are in their conceptual development for a particular idea; or the mechanics of doing a task. Evaluative criteria should align
with and measure the outcomes of your learning segment (central focus) AND address the
elements of the subject-specific emphasis as defined in your edTPA handbook.
Back to Assessment Task Choices
What types of student feedback should I include in my portfolio?
Feedback should offer students clear and specific information on their performance around the lesson
objectives/standards and align with the evaluation criteria. At the very least, your students should be
made aware of their errors and their strengths. Effective feedback will denote areas where they did
well and where they need to improve related to the specific learning objectives. Percent correct
and non-specific comments such as “Good job” are not sufficient, as students will have little idea
of what exactly they did well. In contrast, comments such as “Effective word choice” or “Wellsupported conclusion” direct attention to the details of their performance related to the central
focus, thereby deepening their understanding of the qualities of their work.
The same goes for feedback on where students can improve. Just citing the number of problems a
student got wrong is not sufficient. In order to identify an area for improvement, students need to
know what it is that needs attention. For example, cues such as “Your topic sentence needs more focus” or “Let’s review the relationship between slope and the y-intercept, I see you are making
the same error in several problems (items 2, 7, and 12)” give students information necessary for
targeting their improvement.
Back to Assessment Task Choices
Analyzing Students' Academic Language Use
How do I identify evidence of students’ understanding/using academic language?
In your Assessment commentary, you will respond to a prompt asking for evidence that your students
were able to use academic language (identified function, vocabulary, and additional identified demands)
to develop content understandings. You need to explain in your analysis and provide evidence for how
students used academic language. You must support your explanations by citing specific evidence
from video clip(s) and/or student work samples. When referencing specific evidence in your video
clip(s) or the work samples, describe how students meet your identified academic language demands in
ways that further their understanding of the content to be learned That is, your examples need to go
beyond students just parroting back definitions of unfamiliar words. Instead, the examples should reveal
students’ understanding of vocabulary and their ability to demonstrate the key language function
identified in your Planning task commentary. The evidence cited must clearly demonstrate how
students used language.
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It is possible that academic language use may not be apparent in the video clip or may be a minor part of
the clip; therefore, you have a choice to provide evidence using student work samples in addition to or
instead of video clips. When choosing your work samples, select those in which students are
demonstrating their ability to perform the language function (e.g., explain, infer, analyze, etc.),
produce the discourse, and/or display their understanding of key vocabulary. If you choose to use
evidence from the work samples, it needs to exemplify the language use described above.
Provide specific, concrete examples to support your assertions. Do not merely repeat prompt or
rubric language as your responses to commentary prompts—you must always include examples and
evidence of YOUR teaching. For example, a Secondary Math candidate might describe his students’
performance on a formative assessment by stating:
Work samples 1 and 3 demonstrate that the students have some misconceptions on graphing lines and
understanding slope, y-intercept, and the concept of graphing an equation. The response on the student work samples shows
that many understand it algorithmically but being able to explain it conceptually eludes them as their narrative responses do not
fully explain what the graph represents.
Back to Assessment Task Choices
Assessment Informing Instruction
What do I need to think about when determining “next steps” for my teaching?
Informed by your analysis of the students' performance in the learning segment, "next steps"
should detail the instructional moves you plan to make going forward, not only for the class in
general but also for the three focus students in particular. Be sure to reference a variety of
student learning needs and strengths in your commentary. For example, if you discover that some
students struggle with one of the skills taught, make consistent errors, or apply only a portion of a strategy
you have taught, what will you do in order to help those students meet the learning objectives they were
unable to meet? These next steps may include additional feedback/instruction to students, a
specific instructional activity/learning task, or other forms of re-engagement to support or extend
learning of the targeted objectives/standards.
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Summary of Assessment Task
What to Include

What to Avoid!!
Copy of actual assessment used (if not

shown in the work samples)

A graphic (table or chart) or narrative that
without citing evidence from work samples

summarizes the class performance

3 student work samples

Evidence of the feedback that you provided
Specific references to student work to
support your responses

Misalignment between evaluation criteria,
learning objectives, and/or analysis

Feedback that is developmentally
inappropriate, disrespectful to students or
contains significant content inaccuracies
for all focus students

Superficial analysis of student learning

Identifying next steps for learning that are
not related to your analysis of student
learning
Concrete evidence of academic language
use (video clip or student work sample).
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THE FOLLOWING SECTION ADDRESSES THE ELEMENTARY EDUCATION HANDBOOK’S MATH TASK
(TASK 4). CANDIDATES USING THE ELEMENTARY LITERACY HANDBOOK OR THE ELEMENTARY MATH
HANDBOOK SHOULD DISREGARD THIS SECTION.
Task 4 Elementary Education Math Task
Assessing Students’ Mathematics Learning
For the Mathematics Assessment Task, you will develop or adapt a relevant formative assessment of
student learning, analyze student work samples, and design and teach a re-engagement lesson focused
on student needs. This task is only completed by candidates using the Elementary Education Handbook.
Key Decision Points
How is this different from the literacy assessment task?
Task Overview
What is the subject specific emphasis for the math
assessment task?
How detailed does my lesson segment overview need to
be?
Analysis
What kind of student work should I analyze for edTPA?
What are the two different analyses that I will be doing?
What is meant by patterns of student learning?
Re-engagement
What does it mean to re-engage students?
How do I determine the effectiveness of my reengagement
lesson?
Back to Task Choices
What is the subject specific emphasis for the elementary math assessment task?
The math assessment task asks you to identify a learning segment and select a formative assessment on
a specific mathematic topic. Your planning should reflect a balanced approach to mathematics that
will allow students opportunities to demonstrate conceptual understanding, procedural fluency,
and mathematical reasoning/problem solving skills.
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How detailed does my lesson segment overview need to be?
Much like the lesson plans you created for the literacy segment, the Overview should be brief with just
enough details so the scorer can understand what the segment entails. While you do not need to submit
lesson plans for this task, you will need to submit a Context of Learning form along with the Lesson
Planning Overview template provided in your handbook. Be sure to address all sections of the
overview template while making sure that your completed overview is no longer than 2 pages in length.
It is best to keep your the overview simple and elaborate your thinking and justification in your
commentary responses. It is important to put all pertinent information in your commentary. Scorers will
not search your overview for explanations and rationale. Use the commentary prompts to explain
your thinking.
Back to Task Choices
What kind of student work should I analyze for edTPA?
When selecting or adapting the formative assessment for your Mathematics Task 4, choose an
assessment related specifically to the standards and learning objectives of the learning segment that
provides opportunities for students to demonstrate conceptual understanding, procedural fluency, and
mathematical reasoning/problem solving skills. You will define the evaluation criteria you will use to
analyze the whole class set of student work. From this analysis you will need to create a narrative or
graphic summary that shows the student learning from this assessment.
Evaluation criteria make clear to the teacher (and ideally to the students) what features or qualities of the
work will be assessed: for example, the accuracy of students' responses; specific skills that students need
to solve problems, clarity of student’s explanation of how they solved a problem, and/or student’s understanding of a specific mathematical concept. Evaluative criteria should align with and measure
the outcomes of your learning segment (central focus) AND address conceptual understanding,
procedural fluency, and mathematical reasoning/problem solving skills.
Back to Task Choices
What are the two different analyses that I will be doing?
You will analyze student learning in two ways – a whole class analysis and a deeper analysis of
the struggles of three focus learners. You will analyze and summarize the whole class performance
using the evaluation criteria. You will create either narrative or graphic summary for the whole class
assessment to identify areas where students were successful and areas where students struggled in
terms of the evaluation criteria.
From the whole class assessment analysis, you will identity a specific mathematical focus area where
students struggled (this can be a whole class struggle or a small group struggle). You will select three
student work samples that provide evidence of this struggle (mathematical errors, confusions, and partial
understandings) and analyze the three focus student work samples specifically looking at the
errors and explain how the struggle is related to mathematical understanding. For example, if the
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identified struggle is with ordering fractions, you might look work samples to see what the students errors
tell you about their understanding of fractional size. If the students order unit fractions such as, ¼. 1/3. ½
it shows that they have a misunderstanding about fractional value. They use whole number concepts (4 is
the largest whole number rather than knowing that with 4 parts, each part would be the smallest) rather
than fractional parts.
Back to Task Choices
What is meant by patterns of student learning?
When describing student work, you will need to go deeper than just identifying what your students got
right or wrong on an assessment. Instead, you will need to look at their work for evidence of what
they have learned and understand as well as any mathematical errors, confusions, and partial
understandings that are apparent. You are looking for consistencies among different groups of students
using both quantitative and qualitative data. Quantitative patterns indicate the number of similar correct
responses or errors across or within student assessments. Qualitative patterns include descriptions of
understandings and/or misunderstandings, partial understandings, and/or attempts at applying a strategy
that underlies the quantitative patterns.
Provide specific, concrete examples to support your assertions. Do not merely cite frequencies of
student responses or general understandings/misunderstandings in your responses—you must always
include examples and evidence from the students’ work or your whole class data analysis.
Back to Task Choices
What does it mean to re-engage students?
Teaching, an inherently cyclical process, involves responding to student needs that surface during
instruction. This may take the form of the teacher building upon what students already learned in order to
extend/deepen their knowledge or revisiting a topic taught in a previous lesson that may not yet be fully
understood by the students. When revisiting a topic, teachers take on a different approach with the
assumption that the first approach did not work for all of the students. Teachers of mathematics
implement different instructional strategies, use different representations while either deepening
understandings or correcting misconceptions.
For the purposes of your edTPA Mathematics Task 4, you will use the student struggle that you
identified in your analysis of the 3 student work samples and design a re-engagement lesson as
described in the handbook and teach it to those students, collecting their work samples to submit as
artifacts to support your conclusions. Your instruction during the re-engagement portion of the task
must specifically respond to the student needs that surfaced in the original work samples. As you
plan this lesson, keep in mind how you will demonstrate their growth as well as explain how your
instruction impacted their learning.
Back to Task Choices
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How do I determine the effectiveness of my re-engagement lesson?
After teaching the re-engagement lesson, you will collect the 3 focus students’ work samples from the reengagement lesson for analysis. These samples will provide new evidence of student mathematical
understanding.
You will then need to evaluate the effectiveness of the re-engagement lesson and consider its impact on
student learning. There are a number of approaches for re-engagement, but whatever approach is
chosen should be driven by the analysis of student learning depicted in specific examples in the
three focus students’ work samples.. Depending on whether or not there is a change in student
learning, you will be able to determine if the re-engagement lesson was successful or not. In looking at
their work samples, determine what students currently understand in comparison to their demonstrated
understanding from the initial lesson. Use specific examples from their initial work as well as their reengagement work as evidence of what they now know. You will also need to support your next steps
with principles from research and/or theory. (Click here to return to the Planning Task explanation
of citing research.)
Back to Task Choices
Summary of Math Assessment Task
What to Include
What to Avoid!!



Copy of actual assessment

A graphic (table or chart) or narrative that
summarizes the class performance

the same students from the reengagement lesson.

analysis.


3 student work samples from the original
learning segment and 3 work samples from
Significant content inaccuracies that affect

Targeted learning objective/goal is not
aligned with the identified area of struggle.
What the candidate cites as evidence of
student learning does not align with the
student work samples.
Reteaching the lesson exactly as
previously presented as evidence of reengagement
Specific references to student work to
support your responses
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Appendix A2
ELEMENTARY LITERACY edTPA
LEARNING SEGMENT CENTRAL FOCUS CONSIDERATIONS
It is vital to remember your edTPA should focus on literacy elements. While literacy instruction is sometimes
integrated with content area instruction in the elementary classroom, only the teaching and learning related to
students’ literacy development will be documented for your edTPA materials.
Choose either
comprehension or
composition as the
central focus.
Identify ONE strategy
for student learning
across the 3-5 lessons
Keep it simple!
The lists at right
provide examples and
are not inclusive.
See Common Core
Standards for
additional ideas.
Choose one or more
requisite skills that
directly support your
students to develop or
refine the strategy.
The skills should be
appropriate to gradelevel student
readiness and scope
of lessons in learning
segment.
Comprehension
For Example:
Analyze characters or arguments
Analyze text structures
Summarize plot or main ideas
Compare characters or versions of stories
Compare points of view
Argue/persuade using evidence
Infer meaning from evidence
Describe a process or topic
Sequence events or processes
Support predictions based on evidence
Interpret a character’s actions or feelings
Draw conclusions
Retell a story
Identify story elements, character traits, or themes
Identify characteristics of informational texts
For Example:
Print concepts
Decoding/Phonics
Phonological awareness
Word recognition
Fluency
Miscue self correction
Language conventions
Word analysis
Syllabic, structural, or morphological analysis
(affixes and roots)
Vocabulary meaning in context
Text structure features
Composition
For Example:
Brainstorming or other ways to
gather and organize
information for writing
Note taking from informational
text to support writing topic
Using graphic organizers for
prewriting
Revising a draft
Using a rubric to revise
For Example:
Language conventions
(spelling, grammar,
punctuation)
Applying text structure
features
Editing/Revising
Sentence fluency
Organization (topic sentences,
transitions, paragraph
structure, etc.)
Attributes of genre
Using descriptive language
Word choice
Using active voice
2
Appendix A is intended as additional support for choosing a learning segment for Elementary Literacy,
Elementary Education, and Literacy Specialist edTPA handbooks only. All other fields should refer to edTPA
subject-specific handbooks for guidance.
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Make Reading/Writing Connections
Literacy naturally explores the relationship of reading and writing. Supporting students in making reading and
writing connections is critical for developing strong literacy skills. For example, many of the skills that are
taught in reading instruction also are beneficial to young writers. Students should understand through explicit
connections that the processes of reading and writing are interdependent and mutually beneficial. In working
under this umbrella of a reading-writing interdependence, students are better able to construct meaning from
what they read or in what they write.
Through writing about their reading, students have opportunities to develop and demonstrate academic
language. They practice the vocabulary associated with literacy skills and strategies and express their
understandings about reading through writing. Students demonstrate understandings of syntax and grammar,
text structure, and genre, as well as other features of “author’s craft."
Examples of activities that promote Reading-Writing Connections
Reading and researching informational text to inform an essay
Writing interpretations or analysis of informational text
Journal writing: making predictions, making personal or text-text connections
Note taking
Writing book reviews
Writing from the perspective of a character
Writing alternative endings for a story
Writing in a style that emulates a model
Writing responses to persuasive essays
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Appendix B
SUBJECT SPECIFIC STUDENT LEARNING and SUBJECT SPECIFIC PEDAGOGY
All edTPA HANDBOOKS
edTPA Handbook
From Task 1 Planning:
Subject Specific Learning
From Task 2 Instruction:
Subject Specific Pedagogy
Early Childhood
1. Early Childhood
Promote children’s


active and multimodal nature of
learning
language and literacy
development in an interdisciplinary
context
Use interdisciplinary learning
experiences to promote children’s development of language and
literacy
Elementary
2. Elementary Education
LITERACY
LITERACY
Elementary edTPA assesses
teaching in both literacy and
mathematics with three tasks in
literacy (planning, instruction and
assessment); and one task in
mathematics focusing on
analyzing student learning.
Address
Support students to learn, practice,
and apply the essential literacy
strategy in a meaning-based context



an essential literacy strategy
requisite skills
Reading/writing connections
MATHEMATICS
Address



3. Elementary Literacy
Address



4. Elementary Mathematics
conceptual understanding
procedural fluency
mathematical reasoning OR
problem- solving skills
an essential literacy strategy
requisite skills
reading/writing connections
Address



conceptual understanding
procedural fluency
mathematical reasoning OR
problem- solving skills
MATHEMATICS
Following an analysis of student
learning, candidates:


use strategies and learning
tasks to re-engage students
use representations and other
instructional
resources/materials to reengage students in learning
Support students to learn, practice,
and apply the essential literacy
strategy in a meaning-based context
Use representations to develop
students’ mathematical concepts
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Middle Childhood
5. Middle Childhood EnglishLanguage Arts
Address young adolescents’ abilities to


6. Middle Childhood
History/Social Studies
Address



7. Middle Childhood
Mathematics
facts and concepts
interpretation and analysis skills
building and supporting arguments
Address



8. Middle Childhood Science
construct meaning from and
interpret complex text
create a written product
interpreting or responding to
complex features of a text
conceptual understanding
procedural fluency
mathematical reasoning and/or
problem solving skills
Address the use of science concepts and
the ability to apply scientific practices
through inquiry to develop evidence-based
explanations for a real-world phenomenon
Use textual references to help
young adolescents understand how
to construct meaning from and
interpret a complex text
Support young adolescents to use
evidence from history/social studies
sources to develop young
adolescents’ abilities to defend arguments
Use representations to develop
young adolescents’ understanding of mathematical concepts and
procedures
Facilitate young adolescents’ analysis of the data based on
scientific inquiry
Secondary Education
9. Secondary English Language
Arts
Address students’ abilities to
 construct meaning from and
interpret complex text
 create a written product
interpreting or responding to
complex features of a text
Use textual references to help
students understand how to
construct meaning from and interpret
a complex text
10. Secondary History/Social
Studies
Address
Support students in using evidence
from history/social studies sources to
interpret or analyze and build and
support arguments
11. Secondary Mathematics

facts and concepts

interpretation and analysis skills

building and supporting arguments
Address



conceptual understanding
procedural fluency
mathematical reasoning and/or
problem solving skills
Use representations to develop
students’ understanding of mathematical concepts and
procedures
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12. Secondary Science
Address the use of science concepts and
the ability to apply scientific practices
through inquiry to develop evidence based
explanations for a real-world phenomenon.
Facilitate students’ analysis of the data based on scientific inquiry
K-12
13. K-12 Performing Arts
Address creating, performing, or
responding to music/dance/theater by
applying



14. K-12 Physical Education
15. Special Ed
artistic skills (e.g., self expression,
creativity,
exploration/improvisation)
knowledge (e.g.,
tools/instruments, technical
proficiencies, processes,
elements, organizational
principles)
contextual understandings (e.g.,
social, cultural, historical, global,
personal reflection).
Address the development of student
competencies in the psychomotor,
cognitive, and/or affective learning
domains related to
 movement patterns
 performance concepts and/or
 health-enhancing fitness
The candidate will design a learning
segment for two learning targets for one
focus learner, chosen as follows:

If the focus learner is working on
academic content, one academic
(primary) learning target and a
supporting target representing a skill
needed by the focus learner to access
instruction and/or demonstrate
learning for the primary learning
target. At least one of the two learning
targets must be related to a goal in the
learner’s iep. 
For a focus learner who is not working
on any academic content, a primary
learning target and a secondary
learning target in two different
curricular areas. Both learning targets
Use modeling, demonstrations, and
content examples to develop
students’ artistic skills, knowledge, and/or contextual understandings for
creating, performing, or responding
to music/dance/theater
Use pedagogical content knowledge
to develop students’ competencies in psychomotor, cognitive, and/or
affective domains
Support learning for the primary
learning target
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must be associated with iep goals.

16. Visual Arts
Curricular areas include academic
(including functional academics and
early literacy or numeracy),
communication, expanded core
curriculum (for a learner with a visual
impairment), independence
(functional/adaptive), learning
strategies, social skills, or vocational
knowledge and skills.
Address developing students’ abilities to create and respond to visual art concepts
incorporating




17. World Language
form and structure
production
art context and
personal perspective
Address students’ development of communicative proficiency in the target
language


Deepen students’ understanding of creating/responding to visual art
in meaningful cultural context(s)
with a focus on all three modes of
communication:
 Interpretive
 Interpersonal
 Presentational
Promote comparisons between
students’ personal, cultural, and/or community assets and the cultural
perspectives, practices, and/or
products of the target language
Low Incidence
18. Agricultural Education
Address agricultural-related
 conceptual understanding
 skills
 Problem-solving strategies
Use representations to support
students’ ability to understand agricultural concepts and procedures
19. Business Education
Address business-related
 conceptual understanding
 technical skills
 problem-solving strategies
Use instructional strategies and
materials to help students develop
business-related
Conceptual understanding, technical
skills, and/or problem-solving
strategies
Address students’ development of communicative proficiency in the target
language within meaningful cultural
Promote comparisons between
students’ personal, cultural, and/or community assets and the cultural
20. Classical languages
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context(s) focusing on


21. Educational Technology
Specialist
22. English as an Additional
Language
Address students’ use of digital tools and resources to design/develop a product that
 demonstrates content knowledge
 demonstrates creativity
 applies problem-solving skills
Development of ELPD and content for all
of the following that apply:




23. Family and Consumer
Sciences
24. Health Education
developing students’ grammatical competence (vocabulary and
structure)
pragmatic competence
(appropriate use of communication
strategies)
discourse competence (cohesion
and coherence)
metalinguistic competence
(language learning strategies)
Address the following family and
consumer sciences-relevant components
 conceptual understanding
 career and technical skills
 problem-solving strategies
Address the



25. Library Specialist
reading, understanding, and
interpreting classical texts in Latin
or Greek
using oral skills, listening, and/or
writing as tools to improve
students’ reading of classical texts
use of functional health knowledge
demonstration of health-related
skills
development of beliefs and norms
that help students adopt and
maintain healthy behaviors
Address students’ abilities to become any or all of the following:



Critical thinkers
Enthusiastic readers
Skillful researchers
perspectives, practices, and/or
products of the target language
Use digital tools and resources to
help students design and develop
products to demonstrate content
learning
Promote comparisons and
connections between students’ cultural and linguistic backgrounds
and the cultural and linguistic
demands of the content being
taught
Use instructional strategies/methods
and materials to help students
develop an understanding of family
and consumer sciences-relevant
concepts, career and technical skills,
and/or problem-solving strategies
Use appropriate health education
instructional strategies to support
student use of functional health
knowledge, demonstration of healthrelated skills, and development of
beliefs and norms to help them adopt
and maintain healthy behaviors
Use resources or tools to help
students understand how to think
critically, read
Enthusiastically, research skillfully,
and/or use information ethically
32
Copyright © 2013 Board of Trustees of the Leland Stanford Junior University.
All rights reserved

26. Literacy Specialist
Address



27. Technology and Engineering
Education
Ethical users of information
Support students to apply the
essential literacy strategy
a specific literacy strategy
requisite skills
reading/writing connections
Address technology-related
 conceptual understanding
 skills
 engineering design or other
problem-solving strategies
Use artifact(s) to support students’ understanding and use of the
engineering design or other problemsolving process
33
Copyright © 2013 Board of Trustees of the Leland Stanford Junior University.
All rights reserved